Rewriting European History

I have previously written about the rewriting of Advanced Placement U.S. History (APUSH) (here and here).

To review some quotes about the revised American history from previous articles:

Here is a sampling of what our nation’s brightest high-school students can expect:

  • A relentlessly negative view of American history, which emphasizes every problem and failing of our ancestors while ignoring or minimizing their achievements.
  • Almost total silence about the Founding Fathers, including no mention of Jefferson, Franklin, Madison, and Adams, and almost none of the Declaration of Independence.
  • Omission of military history, battles, commanders, and heroes.
  • A biased and inaccurate view of many important facets of American history, including the motivations and actions of 17th-19th-century settlers, American involvement in World War II, and the conduct of and victory in the Cold War.

Now the College Board is preparing to edit European history so that it is no longer recognizable. Paul Mirengoff posted an article at Power Line yesterday about the changes.

The article reports:

The invaluable National Association of Scholars is publishing a 12,000-word critique of the new AP European History (APEH) exam. The report, written by David Randall, is titled The Disappearing Continent.

The article quotes the major findings from the report:

1) APEH presents the history of government rather than of liberty.

2) APEH presents religion throughout as an instrument of power rather than as an autonomous sphere of European history.

3) APEH treats the movement to abolish slavery without mentioning how it was inspired by religious faith, led by saints such as William Wilberforce, and hymned to Amazing Grace.

4) APEH underplays British history throughout, thus minimizing the importance of Britain’s distinctive history in the European tradition as the champion of liberty.

5) APEH minimizes and extenuates the evils of Communism, the brutal destructiveness of Soviet rule, and the aggressiveness of Soviet foreign policy.

6) APEH virtually ignores Europe’s unique development of the architecture of modern knowledge, which made possible almost every modern form of intellectual inquiry.

7) APEH doesn’t argue that European history is important or interesting in itself. APEH never gives a reason why students should study Europe’s history in particular.

In addition, APEH omits key figures ranging from Christopher Columbus to Winston Churchill. It seems impossible that Churchill would be airbrushed out of a European History course until one remembers how inconvenient he is for leftists.

In an article posted at the National Review yesterday, Stanley Kurtz provides the answer to the College Board’s rewriting of history:

Once the College Board has finished producing detailed curricula for all of its AP courses, we will have arrived at the endpoint no-one openly admits to wanting: a leftist national curriculum. The only way to block this is by creating a competing educational testing company advised by the best traditionalist scholars and capable of authorizing alternative curricula and textbooks. For those dissatisfied with America’s current direction, there is no better way to begin the task of cultural reconstruction than this.

We need an enterprising entrepreneur to challenge the dominance of the College Board.